Developing the readiness of higher school students for research activities through the means of Problem-Based Learning (PBL)
DOI:
https://doi.org/10.51798/sijis.v6i1.943Keywords:
situational problem, student activity, basic level, productive level, creative potential, PBLAbstract
Background: Deep understanding of professional knowledge is achieved through non-standard educational methods. This research aims to evaluate the effectiveness of problem-based learning (PBL) tools in preparing higher education students for research activities. Methods: The research utilized methods such as synthesis, comparison, effectiveness ratio calculation, performance indicators, and the J. Phillips coefficient. Problem-based learning is implemented by creating and analyzing problem situations aimed at studying theoretical material and developing professional and creative skills. Results: The training results indicated that three groups of students reached a high level of knowledge: Group 1 consisted of future physics teachers, Group 2 included future music teachers, and Group 3 comprised future Ukrainian language teachers. PBL tools positively impacted students' independence, strategic and logical thinking, creative potential, and ability to work in groups. Conclusions: The practical significance of this research lies in the expanded use of problem-based learning tools in real educational settings. Future research may involve comparing the effectiveness of problem-based learning when incorporating digital technologies versus traditional methods in the educational process.
References
Al-Gerafi, M.A., Goswami, S.S., Khan, M.A., Naveed, Q. N., Lasisi, A., AlMohimeed, A., & Elaraby, A. (2024). Designing of an effective e-learning website using inter-valued fuzzy hybrid MCDM concept: A pedagogical approach. Alexandria Engineering Journal, 97, 61–87. https://doi.org/10.1016/j.aej.2024.04.012
Betti, A., Biderbost, P., & Domonte, A.G. (2022). Developing students’ soft skills through the flipped classroom: Evidence from an international studies class. International Studies Perspectives, 23(1), 1–24. https://doi.org/10.1093/isp/ekab014
Bulut Ates, C., & Aktamis, H. (2024). Investigating the effects of creative educational modules blended with Cognitive Research Trust (CoRT) techniques and Problem Based Learning (PBL) on students’ scientific creativity skills and perceptions in science education. Thinking Skills and Creativity, 51, 101471. https://doi.org/10.1016/j.tsc.2024.101471
Butler, B.M., & Morrow, J.A. (2023). Developing and implementing an intervention study: Strategies for mentoring students throughout the research process. Teaching of Psychology, 50(3), 278–283. https://doi.org/10.1177/00986283211029946
Caetano, A.M.P., Maia, C.M., & Pereira, G. (2022). Active teaching learning methodologies in information competence actions: University libraries as a learning space. Revista Ibero-Americana de Ciencia da Informacao, 15(1), 25–51.
Delogu, F., Nelson, M., Timmons, S.C., Weinstein, M., Bhattacharya, B., Jaussen, P., Al-Hamando, M., Al-Azary, H., Anyaiwe, O., Appleby, L., Bukaita, W., Cartwright, C., Chung, C-J., Cleere, S., Cole, M., Collins, S., Faulkner, T., Glembocki, M.M., Harris, C.C., …& Moore, H-P. (2023). A systemic transformation of an arts and sciences curriculum to nurture inclusive excellence of all students through course-based research experiences,” Frontiers in Education, 8, 1142572. https://doi.org/10.3389/feduc.2023.1142572
Diachenko, I., Kalishchuk, S., Zhylin, M., Kyyko, A., & Volkova, Y. (2022). Color education: A study on methods of influence on memory. Heliyon, 8(11), e11607. https://doi.org/10.1016/j.heliyon.2022.e11607
Elmoazen, R., Saqr, M., Tedre, M., & Hirsto, L. (2022). How social interactions kindle productive online problem-based learning: An exploratory study of the temporal dynamics. CEUR Workshop Proceedings, 3383, 68–76. https://ceur-ws.org/Vol-3383/FLAIEC22_paper_2919.pdf
Ernawati, T., Rosana, D., Atun, S., & Susanti. (2024). Exploration of culturally responsive teaching and problem-based learning in the diverse learning of prospective science teachers. International Journal of Religion, 5(3), 353–365. https://doi.org/10.61707/t1bg2083
Fitriani, F.S., & Herman, T. (2021). Blended learning based on ebook integrated Youtube in learning mathematics. Journal of Physics: Conference Series, 1806(1), 012065. https://doi.org/10.1088/1742-6596/1806/1/012065
Fitriani, Herman, T., & Fatimah, S. (2023). Considering the mathematical resilience in analyzing students’ problem-solving ability through learning model experimentation. International Journal of Instruction, 16(1), 219–240. https://doi.org/10.29333/iji.2023.16113a
Fonsêca Barros da M.H., & Penna, M. (2023). Problem-based learning (PBL) in music teacher education. International Journal of Music Education, 41(4), 585–597. https://doi.org/10.1177/02557614221130526
Gilbert, A., Suh, J., & Choudhry, F. (2024). Exploring the development of preservice teachers’ visions of equity through science and mathematics integration. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-024-10467-1
Heikkinen, S., Saqr, M., Malmberg, J., & Tedre, M. (2023). Supporting self-regulated learning with learning analytics interventions – A systematic literature review. Education and Information Technologies, 28(3), 3059–3088. https://doi.org/10.1007/s10639-022-11281-4
Hutsalo, L., Skliar, I., Abrosimov, A., Kharchenko, N., & Ordanovska, O. (2024). Strategies for developing critical thinking and problem-based learning in the modern educational environment. Multidisciplinary Science Journal, 6, e2024ss0209, 2024, https://doi.org/10.31893/multiscience.2024ss0209
Junedi, B., Basrowi, Yendra, N., Muharomah, D. R., Putri, V. K., Maliki, B., Umalihayati, & Baqi, F.A. (2024). IT-based learning innovation and critical thinking skills concerning students’ mastery of materials and their implications on academic achievement. International Journal of Data Network Science, 8(3), 1999–2014. https://doi.org/10.5267/j.ijdns.2024.1.013
Kumaş, A. (2023). Problem-based learning applications in online environments. Canadian Journal of Physics, 101(9), 512–523. https://doi.org/10.1139/cjp-2022-0239
Kumaş, A., & Kan, S. (2022). Infographic applications in cooperative groups in physics teaching. Canadian Journal of Physics, 101(1), 30–42. https://doi.org/10.1139/cjp-2022-0135
Marushkevy, A.A., Zvarych, I.M., Romanyshyna, O.Y., Malaniuk, N.M., & Grynevych, O.L. (2022). Development of students’ research competence in the study of the humanities in higher educational institutions. Journal of Curriculum and Teaching, 11(1), 15–24. https://doi.org/10.5430/jct.v11n1p15
Naveed, Q.N., Choudhary, H., Ahmad, N., Alqahtani, J., & Qahmash, A.I. (2023). Mobile learning in higher education: A systematic literature review. Sustainability (Switzerland), 15(18), 13566. https://doi.org/10.3390/su151813566
Othman, O., Iksan, Z.H., & Yasin, R.M. (2022). Creative teaching STEM module: High school students’ perception. European Journal of Educational Research, 11(4), 2127–2137. https://doi.org/10.12973/eu-jer.11.4.2127
Peng, F., Altieri, B., Hutchinson, T., Harris, A.J., & McLean, D. (2022). Design for social innovation: A systemic design approach in creative higher education toward sustainability,” Sustainability (Switzerland), 14(13), 8075. https://doi.org/10.3390/su14138075
Peng, F., Kueh, C., & Sendas, M.C. (2023). Design pedagogy in a time of change: Applying virtual flipped classroom in design higher education. Journal of Design, Business & Society, 9(1), 41–56. https://doi.org/10.1386/dbs_00045_1
Pereira, G., Berti, I.C.L.W., Andrade, M., Barros, V., Caetano, A., Silva, R., Valente, V., & Paletta, F.C. (2024). Teaching to research: The use of gamification in pedagogical experiences. In Silva, C., Silva, S., Mota D., & Peres, P. (Eds.), Smart learning solutions for sustainable societies. lecture notes in educational technology (pp. 179–191). Springer.
Rafiq, A.A., Triyono, M.B., & Djatmiko, I.W. (2023). The integration of inquiry and problem-based learning and its impact on increasing the vocational student involvement. International Journal of Instructruction, 16(1), 659–684. https://doi.org/10.29333/iji.2023.16137a
Rahim, R., Wahyuddin, Syamsuddin, A., Usman, M.R., & Jainuddin, (2022). Measuring the level of validity of blended learning in the mathematical economics course of management study program. Educational Sciences: Theory and Practice, 22(2), 42–55. https://doi.org/10.12738/jestp.2022.2.0004
Riyanto, M., Asbari, M., & Latif, D. (2023). The effectiveness of problem based learning on students’ critical thinking skills. Journal of Information Systems and Management (JISMA), 3(1), 1–5. https://doi.org/10.4444/jisma.v3i1.744
Rocconi, L.M., Dumford, A.D., & Butler, B. (2020). Examining the meaning of vague quantifiers in higher education: How often is “often”? Res Higher Education, 61(2), 229–247. https://doi.org/10.1007/s11162-020-09587-8
Rudyshyn, S. D., Kravets, V. P., Samilyk, V. I., Sereda, T. V., & Havrylin, V. O. (2020). Features of the fundamentalization of education in higher educational institutions of Ukraine in the context of sustainable development. Journal of Educational and Social Research, 10(6), 149-161. https://doi.org/10.36941/jesr-2020-0116
Rudyshyn, S. D., Stakhova, I. A., Sharata, N. H., Berezovska, T. V., & Kravchenko, T. P. (2021). The effects of using case-study method in environmental education,” International Journal of Learning, Teaching and Educational Research, 20(6), 319-340. https://doi.org/10.26803/ijlter.20.6.17
Rudyshyn, S., Lutsenko, O., Kmets, A., & Konenko, V. (2022). Educational and research activities of future biology teachers in the process of professional training: The role of the modern biology classroom. Ukrainian Pedagogical Journal, 4, 159-174.
Rudyshyn, S., Truskavetska, I., Romanyuk, S., Vakal, A., & Hnatyuk, V. (2024). The role of motivation factors in education for the development of students’ environmental leadership in higher educational institutions. Journal of Education and Learning (EduLearn), 18(1), 1~8. https://doi.org/10.11591/edulearn.v18i1.21016
Saqr, M., Matcha, W., Uzir, N.A., Jovanovic, J., Gašević, D., & López-Pernas, S. (2023). Transferring effective learning strategies across learning contexts matters: A study in problem-based learning. Australasian Journal of Educational Technology, 39(3), 35–57. https://doi.org/10.14742/ajet.8303
Su, K.-D. (2022). The effects of cross-disciplinary life science innovation implemented by students’ stimulated strategies for pbl-stem self-efficacy. Journal of Baltic Science Education, 21(6), 1069–1082. https://doi.org/10.33225/jbse/22.21.1069
Su, K.-D. (2024). The challenge and opportunities of STEM learning efficacy for living technology through a transdisciplinary problem-based learning activity. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-024-10094-z
Suryani, D., Ambiyar, Huda, A., Ayu, F., Erdisna, & Muhardi. (2024). Implementation of relational database in the STEAM-problem based learning model in algorithm and programming. International Journal of Advanced Science Engineering Information Technology, 14(2), 400–408. https://doi.org/10.18517/ijaseit.14.2.19953
Yendra, N., Fauzan, A., & Junedi, B. (2023). Development of problem based learning (PBL) learning tools to improve mathematical problem solving ability of class VIII SMP/MTs students. AIP Conference Proceedings, 2698, 060011. https://doi.org/10.1063/5.0122385
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Serhii Rudyshyn, Svitlana Tsybulska, Yaroslav Yakunin, Maryna Shopina, Valentyna Malyk
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
